 |
GetTextbooks.co.uk
Compare Prices & Save up to 90% |
|
|
|
| Login | Sign up | My Wish List |
 | | Curriculum: A Comprehensive Introduction, 5th Edition by John D. McNeil ISBN-10: 9780471364702 ISBN-10: 0-471-36470-3 ISBN-13: 9780471364702 ISBN-13: 978-0-471-36470-2 Hardcover 1996-01-01 Wiley Find Lowest Price |
Editorials | ||
Product Description This broad comprehensive introduction to curriculum theory and practice highlights major philosophies and principles and examines the conflicting conception of curriculum. | ||
Reviews | ||
GOOD but boring!! the content was great but the material was very dry | ||
Deeper thinking about curriculum John D. McNeil's Comprehensive Introduction introduces the reader to the Academic, Humanistic, Social Reconstruction, and Technological philosopical views of curriculum. His even-handed treatment shows how each philosophy can be valuable for curriculum development. I think his book is especially important for practicing teachers. From a teacher's viewpoint, this book helps us think beyond the day to day demands of the classroom to the greater point of our curriculum. When we think about subject matter, the academic philosophy can guide us to either within discipline ideas or cross-disciplinary ideas like multiple intelligences. Humanistic perspectives are important for understanding the affect of our students. Social Reconstruction enables us to see society as a source for curriculum: we can adapt to problems out there, i.e. offer AIDS education, or work to change fundamental power relationships. Finally, the technological philosophy trains us to task analyze our curriculum, making sure each problem is broken into understandable, component parts. McNeil deftly shows us how to combine and consider each philosophy, with reference to curriculum classics like Ralph Tyler's Rationale. His chapters on politics, and directions in the subject matter fields remind us that curriculum philosophies are subject to influences from the outside world. Yet the book leaves teachers with a sense of empowerment, that they can make meaningful curriculum in their classrooms and schools. | ||